Using CEM Monitoring Systems for school self-evaluation

1. Using CEM Monitoring Systems for school self-evaluation Carolyn Roberts Durham Johnston

2. Durham Johnston 1450, 232, 300, 82, 67, 9 Language college*, HPSS (LP and GAT) Two communities

3. Johnston’s School Plan • ‘Johnston aims to be a school where every child achieves beyond expectations. We want them to leave with the qualifications to open all the doors in the world. We expect Johnstonians to take their place among the best, globally. We work for excellence and equity, and for our young people to have the benefits and advantages that can confer success and prosperity. We will work hard to make sure that is available to all our communities. Johnstonians are recognisable by their determination to succeed, their capacity for hard work and their love of learning in all its forms.’

4. We have very high aspirations for all our young people and a close targeted, classroom, child-level focus on each student reaching a personal best. We are constantly designing and redesigning a curriculum fitting each child’s needs at all stages and levels such as the focus group for low attainers in years 7 and 8 and the 6-pathway KS4 curriculum. Extension work for the most able children is available through the Gifted and talented programme.

5. We offer an easily-understandable and straightforward curriculum at Johnston preserving traditional subject divisions and finding the most interesting ways of teaching them. We do this so that the pathway to the most competitive courses and jobs is kept open for as many of our students as possible for as long as possible. We make it possible for them (rightly) to change their minds about their futures and still have quality qualifications for the next stage in life. For some students this will mean rigorously planned and taught vocational courses. Where we cannot offer these ourselves, we work in partnership with other schools.

6. Our commitment to the best for all our students is demonstrated not only by our determination to give them the same tools as children whose parents pay for education outside the state sector, but by our close attention to equity. We are committed to making sure that young people from all of our widely-ranging socio-economic communities have the same opportunities and are encouraged to have the same ambitions. Nowhere is this more obvious than in our commitment to languages for all at Johnston in an era when under 25% of state school students get C+ in a GCSE language while nearly 100% of independent school students do. We aim for our children to be able to compete in a global marketplace.

7. The better to test our commitment we have embarked in 2009-10 on a thoroughgoing research project to analyse our curriculum and all of our activities by postcode. This way we will know whether everything we offer reaches all of our communities. • We believe that our young people are encouraged to be articulate and confident, ready to take their places in the world alongside the best of their generation. Visitors and those who newly or infrequently meet them remind us that they are friendly and confident, talkative and searching. We train them to take responsibility for their own learning and to be pro-active in seeking the skills and information they need to progress.

8. Pathway 1 (Traditional GCSE choices) • All pupils will follow a double award science course. This could be Core Science and Additional Science ,Core Science and Applied Science or a double award in Applied Science. • Pupils will choose a Modern Foreign Language of French, German or Spanish and will then choose 3 additional GSCE subjects from a wide ranging list (see option form) • We do not offer a free choice, the structure is in place and pupils choose from the blocks which are published in advance. Pupils wishing to take 2 MFL can do so, but one of them will have to be French. • Pathway 2 (Applied GCSE) • This is very similar to P1 except one of the GCSE choices will be an applied/double award. At present we offer these in Business Studies, Engineering, Art and Design and Health and Social Care. • Pupils on this pathway will take only single science unless they choose science as one of their option choices. • Pathway 3 (vocational NC) • Young People following this pathway will choose a vocational course based at New College Durham. Currently we offer Motor Vehicle Engineering and Hair and Beauty. Young people on this pathway will spend one day a week at New College. • Pupils on this pathway will take only single science unless they choose science as one of their option choices. • All pupils will continue to study a MFL.

9. Pathway 4 (Vocational Collaboration) • Young people following this pathway will spend 2 half days off site at one of the other schools in the Collaboration. At present we are able to offer Animal Care or Construction both leading to a BTEC First Certificate. • Pupils on this pathway will take only single science unless they choose science as one of their option choices. • All pupils will continue to study a MFL. • Pathway 5 (Enhanced GCSEs) • Young people following this pathway will take 2 languages and three separate science GCSE , along with 2 additional subjects and the core offer of Mathematics, English (double) and EP(short course) • Pathway 6 (Higher Diplomas) • In collaboration with Mid Durham we offer young people the option of Higher Diploma in Creative and Media or Construction and the build Environment. This involves one and a half days of study at another school. • Pupils on this pathway will take only single science unless they choose science as one of their option choices. • All pupils will continue to study a MFL.

10. Results 2009 Headlines

11. Key Stage 4

12. Key Stage 5

13. Preliminary ALIS

14. More Detail • Many Lists and Graphs • Subject Specific Details • Data Directory on Network • Path: sta_share on ‘kellogg’ \ Data Directory \ Exams 2009-10 • GCSE Results for staff • A Level Results 2010

15. Using Value-added Data to Analyse Exam Results • Your SL will give you a printout of your groups’ results • Read this information • Look closely at the “standardised residual” column which gives a measure of value-added • Highlight any students with a residual of more than + or – 0.9 i.e about a grade or more better/worse than the prediction • Annotate briefly next to each of these students: what are your thoughts about this figure? Has the overall grade been affected by the marks in individual components/modules? • If you want to add any overall thoughts about the group these can also be written on the printout • Return the sheet to your SL by ……………. • Your SL will collate these sheets to help to gain an overview of the department’s results

16. Once this has been done, the SL will: • Collate class printouts at each key stage • Prepare a cover sheet for each set of printouts, which uses bullet points to explore the key issues and themes • Copy this material to RB • Meet with RB to discuss: this material, other value-added data and the annual review • Use the issues raised to start making specific plans for action in 2010-11

17. FFTD

18. Average Standardised Residuals by Subject (YELLIS to GCSE)

19. Pupil Tracking • Pupils are set targets by the school based on prior attainment • Pupils’ progress towards targets is reported on three times a year • Year leader, subject teacher and tutor intervention for pupils who are behind • Subject and Year Leaders meet Deputy Head to analyse progress of groups at each reporting stage: boys, girls, SEN, G+T, pupils at KS2 level 4

20. OFSTED judgement on the quality of teaching and the use of assessment to support learning (outstanding): Teaching is at least good and much is outstanding, with the result that the pupils are making exceptional progress....precisely targeted support provided by other adults. Teachers and other adults are acutely aware of their pupils’ capabilities and of their prior learning and understanding, and plan very effectively to build on these.......

21. or conversely (unsatisfactory) assessment takes too little account of the pupils’ prior learning or their understanding.....

22. OFSTED judgement on the extent to which the curriculum meets pupils’ needs - outstanding The extent to which a broad and balanced curriculum is designed and modified to meet the needs of individuals and groups of pupils... The design, range and depth of the curriculum form the pupils’ perspective

23. The school’s curriculum provides memorable experiences..for..wider personal development and well-being...and is customised to meet the changing needs of individuals and groups or, unsatisfactorily, on the other hand Significant shortcomings [for] particular groups of pupils

24. OFSTED judgement on the effectiveness of care guidance and support (outstanding) very well-targeted support for all pupils has enabled them to make the best of the opportunities provided by the school or some groups of pupils do not thrive in their learning development or well-being

25. What do we know about Progress? • Innate ability? • Performance in tests? • Attitude?

26. Innate ability MidYIS Vocabulary Maths Skills Non-verbal Overall score

27. Measuring ability? Supporting equality? Identifying excellence? Unlocking language? ‘precisely targeted support’

28. Performance in Tests Where to start?

29. Attitude Enthusiasm, compliance and the heart of NEETs

30. Durham Johnston 1450, 232, 300, 82, 67, 9 Language college*, HPSS (LP and GAT) Two communities Where’s the equality? What if we miss it?

31. CEM at Johnston ALIS - the secret of our success minimum forecasts probation retroactive analysis vs LAT vs OFSTED measurement or support?

32. Yellis Annotation and accountability by student, by class, by teacher, by cohort, by department

33. ALIS, YELLIS and Teachers’ Professionalism • P2 Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential • P7 Be flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/curriculum knowledge • P8 Have teaching skills which lead to learners achieving well relative to their prior attainment, making progress as good as, or better than, similar learners nationally

34. MIDYIS Targets Self-understanding GAT

35. ?Do we talk in too many languages? ?Strangled by FFT? ?How much do teachers need to understand? ‘all my children know what a CI or SR are’

36. Though men may blow this building up with powder, Drag its stone guts to knacker’s yard, or tip, Smash its huge heart to dust, and spread the shingle By the strong sea, or sink it like a ship - Listen. Through the clear shell of air the voices Still strike like water from the mountain bed; The cry of those who to a certain valley Hungry and innocent came. And were not fed.

37. Kierkegaard Purity of heart is to will one thing